EDUCATION 5:

PRINCIPLES OF TEACHING 1 ACTIVITY

SUBMITTED BY:
DARREN SALMORIN

SUBMITTED TO:
MISS MA. ELENA DORUELO, Ph. D.

APRIL 21, 2018

Unit 3. Management of Instruction

GUIDING PRINCIPLES IN DETERMINING AND FORMULATING LEARNING OBJECTIVES

1. Begin with the end in mind.

We must begin our lesson with clearly defined lesson objective.
We do not waste time just because we don’t know what to teach.
2. Share lesson objective with students.
When students set their own personal targets we are certain that
they will become more self-motivated.
3. Lesson objectives must be in two or three domains- knowledge
(cognitive), skill (psychomotor) and values (affective).
Our lesson is holistic and complete because it dwells on
knowledge and values or on skills and values or on knowledge,
skills and values.
4. Work on significant and relevant lesson objectives.
With our lesson objective becoming our students’ lesson
objective, too, our students will be self-propelled as we teach.
5. Lesson objective must be aligned with the aims of education as
embodied in the Philippine Constitution and other laws and on the
VMG statements of the educational institution of which you are a
part.
The aims of education as enshrined in our fundamental law of the
land, in the Education Act of 1982, the Ten-Year Medium Term
Development Plan.
6. Aim at the development of critical and creative thinking.
Questions asked either oral or written are convergent, low key
questions.
7. For accountability of learning, lesson objectives must be SMART
(Specific, Measurable, Achievable, Relevant, Time-bounded).

Three Domains of Learning

1. Knowledge Objectives ( Cognitive Domain)

Example. At the end of this session, learners will be able
to describe the key features of hypertension in adults.

2. Skill Objectives (Psychomotor Domain)

Example. At the end of the training session, learners will
be able to insert a cannula into a vein accurately without
causing a haematoma.

3. Attitudinal Objectives (Affective Domain)

Example. At the end of the communications skills course,
learners will be able to demonstrate awareness of cultural
 differences in working with actors as simulated patients in
three different clinical scenarios.

Guidelines for Writing Effective Learning Objectives

Effective learning objectives highlight expected student

behavior as well as the specific conditions and standards of
performance.

Behavior - Write learning objectives in terms of an observable,

behavioral outcome; essentially, learning objectives should
provide a description of what the student will be able to do.
When writing the objective in performance terminology, the
selection of an effective action verb is of utmost importance.
The use of a clear, targeted verb provides directions about the
expectations of student performance at the completion of
instructional activities. Because the verb provides the desired
direction of emphasis, it is important to choose a verb that is
focused and targets a level of performance appropriate for the
course.

Student-Centered - All learning objectives should focus on the

student. An effective learning objective will explain
expectations for student behavior, performance, or
understanding. To ensure that learning objectives are student-
centered, a good objective should appropriately complete the
statement "The student will..."

Conditions - Learning objectives should be specific and target

one expectation or aspect of understanding and highlight the
conditions under which the student is expected to perform the
task. The conditions of the objective should communicate the
situation, tools, references, or aids that will be provided for
the student.

Standards - Each learning objective should be measurable and

include the criteria for evaluating student performance.
Generally, standards provide information to clarify to what
extent a student must perform to be judged adequate; thus
effective learning objectives indicate a degree of accuracy, a
quantity of correct responses or some other type of measurable
information. Standards serve the dual purpose of informing
students of performance expectations and providing insight as to
how achievement of these expectations will be measured. Since
students will utilize the standards to guide their performance,
be sure to use specific terminology that has limited
interpretations and ensure that all students understand the same
interpretation.

Tips for Improving Learning Objectives

1. Learning objectives have two parts: an action verb and a

content area. Utilize the action verb to specify the desired
student performance followed by a specific description of the
course-specific content target.

2. Keep statements short and focused on a single outcome. This

allows instructors to determine whether or not an objective has
been met without having to distinguish between partial
completion or success.

3. To ensure that learning objectives are effective and

measurable, avoid using verbs that are vague or cannot be
objectively assessed. Use active verbs that describe what a
student will be able to do once learning has occurred.

4. Learning objectives should be student-focused and target

the expected student outcome. To assist in maintaining a
student-centered emphasis, start learning objectives with the
phrase "The learner/student will be able to. . ."

5. Learning objectives should be SMART (specific, measurable,

acceptable to the instructor, realistic to achieve, and time-
bound with a deadline).

6. Include complex or higher-order learning objectives when

they are appropriate. Most instructors expect students to go
beyond memorization of facts and terminology; learning
objectives should reflect instructors' expectations for student
performance.

7. Utilize learning objectives as a basis for course

preparation. Learning objectives should match instructional
strategies and assessment requirements.

When writing objective statements, ask yourself these questions:

• Does the objective focus on student performance?

• Is the task measurable or observable?

• What criteria will I use to establish that the objective

has been reached?

• Have you avoided words like understand, learn, and know?

Note: Not all lessons result in a tangible product. Therefore,

when students verbally demonstrate their learning, the
measurable action involves telling, explaining, or discussing.
Compose a poem that describes a conductive learning environment.

Classroom: Training Ground

Four walled-corner foundation

Serves as a training ground for your education

From basic to complex, you were honed to a champion

That will be the best example for the younger generation

Good facilities to support the young ones

To sharpen their minds on how to speak, think and even dance

Clean classrooms and lesser distractions

So they can focus on every piece of the lessons.

Companion and motivation from your classmates

Just like in trainings, they were all your teammates

That will be on your side thick and thin, love and hate

Until you reach your goals and your fate

Classroom is like a home

You will never be bored and alone

Everything will be hard but fine

Because you will have a spotlight and you will shine.

Unit 2. Principle of Teaching

1. Based on the nine principles of learning, write at least (5)

metaphorical thinking by completing this statement. Learning is
like ______.

Learning is like a seed in a soil that grew as a tree and bears a

fruit which you will reap.

Learning is like an ant. All were united to stock enough food when the
sun is up so they have something to eat when the rain pours down.

Learning is like a wound. They are hurtful but heals in due time.

Learning is like a treasure. You discover its value or worth when you
know its history.

Learning is like a distasteful food. You won’t ever repeat to buy and
eat.
3. Think of a moment about your favourite teacher. Make a list of what
made the teacher so special that even years after elementary, high
school or college, you can still remember the teacher’s name. Now,
compare your list to what you have learned in this lesson. Write the
different characteristics that you can identify from your lists of
your favourite teacher. If you’ll become a teacher, what
characteristics would you describe yourself? Why?

Sir Ronald Gabasa, Math Teacher

Characteristics:

He studied his lessons before coming to class.

He always made his students participate actively in class.

He always gives quizzes and assignments.

He was very approachable.

He was like a father-figure to us.

He always wears the greatest weapon, SMILE.

If I will become the next generation teacher, I will probably be the

well-armed-knowledgeable-enough-individual-who-always-smile teacher.
These characteristics are what I learned from my favourite teacher
that even though the subject is difficult, I started loving and live
with it. This will surely made me the teacher next generation with be
proud of.

4. Reflect on the attributes of a professional teacher. Which of

these do you have? Don’t have? Write your personal plan of action for
your growth.

I have the basic knowledge and ideas about teaching but I don’t have
the complex one, on how to properly teach or practice of being a
professional teacher. Teacher is the most difficult job because you
will be imparting the knowledge to your students but you don’t have
enough practice to do that. Some ways would be, start to observe on
schools and classroom on how to properly manage a class. My level of
confidence was not as much as level of confidence a teacher should
possess. I need to practice to loosen up and show what I got.